Unit rationale, description and aim
Language comprises the production and comprehension of messages in oral, written, pictorial or gestural form. The development and effective use of language enables participation in a range of social, educational and employment related activities. Thus, difficulties with language can significantly impact an individual's daily life. Speech Pathologists work to identify language difficulties and support those who experience them. As such, language is one practice area identified in the Professional Standards for Speech Pathologists in Australia in which speech pathology students are expected to demonstrate competency in order to meet professional Entry Level requirements.
This unit introduces students to language disorders of a developmental nature. Specifically, the causes, trajectory, severity, prognosis, and comorbidities of language disorders will be examined along with current assessment and evidence based intervention approaches. Additionally, this unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capacbility - Culturally-safe communication.
The overall aim of this unit is to enable students to develop the foundational skills to assess and provide intervention for children with language disorders of a developmental nature in collaboration with their families and communities.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate knowledge of language disorders of a d...
Learning Outcome 01
Demonstrate knowledge of assessment and interventi...
Learning Outcome 02
Analyse assessment information to accurately inter...
Learning Outcome 03
Formulate and justify person centred, culturally r...
Learning Outcome 04
HCF 6.2* Analyse differences between own verbal an...
Learning Outcome 05
Content
Topics will include:
Language disorders of a developmental nature
- Definitions
- Aetiology /models
- Trajectories
- Comorbidities
- Developmental conditions that may result in an individual utilising multimodal communication options
Developing person-centred and functional goals relating to communication and participation for children with developmental language and/or multimodal communication needs
Assessment of language disorders of a developmental nature
- Evidence based assessment
- Assessment across different developmental stages
- Considerations when working with Aboriginal and Torres Strait Islander peoples
- Considerations when working with culturally and linguistically diverse populations
- Standardised and non-standardised assessment
- Integration and interpretation of assessment information, individual choices, and best evidence.
- Assessment within person and family-centred frameworks
- Common assessment tools and key areas of assessment for multi-modal communication
- Identifying and understanding the needs and wants of the individual regarding multimodal communication
- Assessment within an ICF framework
Management and intervention of language disorders of a developmental nature
- Principles and purpose
- Intervention across different developmental stages
- Considerations when working with Aboriginal and Torres Strait Islander peoples
- Considerations when working with culturally and linguistically diverse populations
- Evidence based intervention approaches
- Developing evidence based intervention plans
- Intervention within an ICF framework
- Intervention within person and family-centred frameworks
- Introduction and development of low technology communication aids (e.g. chat books, choice books/charts, talking mats)
- Accessibility of written language – supporting individuals to access information in multimodal formats
- Evaluating intervention outcomes
Assessment strategy and rationale
In this unit students are required to demonstrate their understanding of the nature and causes of language disorders of a developmental nature as well as assessment and intervention for individuals who experience these.
Assessment 1 comprises of a series of quizzes that require students to demonstrate their foundational knowledge of language disorders of a developmental nature. Specifically, students will initially be examined on key concepts regarding the nature of language disorders of a developmental nature and will then be required to complete questions relating to analysis, diagnostics and intervention planning. This assessment aligns with Learning Outcomes 1, 3, 4 and 5.
Assessment 2 is a group oral presentation that requires students to work collaboratively and share knowledge of assessment and intervention of language disorders across different developmental stages. This task aligns with Learning Outcomes 2 and 5.
Assessment 3 (case-based exam) allows students to demonstrate their clinical reasoning in differential diagnosis and intervention planning for individuals with language disorders of a developmental nature. Students are presented with clinical scenario/s which they analyse and interpret to make assessment and intervention decisions, guided by an evidence-based practice framework. This task aligns with Learning Outcomes 1-4.
The assessment tasks in this unit ensure that students experience and demonstrate understanding of the usual management process for individuals presenting with language disorders of a developmental nature.
In order to successfully complete this unit, students need to meet all learning outcomes and obtain an aggregate mark of 50% or greater. If students obtain a mark greater than 50% but have not met all learning outcomes, they will be offered one more opportunity to demonstrate their ability to meet all learning outcomes before their grade is finalised.
Overview of assessments
Assessment 1: Quizzes Enables students to demons...
Assessment 1: Quizzes
Enables students to demonstrate understanding of key concepts including definitions and characteristics of language disorders of a developmental nature.
30%
Assessment 2: Group presentation Enables student...
Assessment 2: Group presentation
Enables students to demonstrate knowledge of assessment and intervention of language disorders of a developmental nature.
25%
Assessment 3: Case-based exam Enables students t...
Assessment 3: Case-based exam
Enables students to demonstrate skills in analysis and interpretation of clinical data, formulate intervention plans and demonstrate clinical reasoning.
45%
Learning and teaching strategy and rationale
This unit utilises an active learning approach to support students in the exploration of the essential knowledge associated with language disorders of a developmental nature. Students are able to explore the essential knowledge underpinning the assessment and intervention of language disorders of a developmental nature via a combination of asynchronous weekly learning materials and interactive face to face tutorials and workshops.
Asynchronous learning materials are provided each week for students to work through independently or collaboratively and are utilized to deliver core content. These materials can include pre-recorded lectures, readings, interactive web-based lessons/activities and/or formative quizzes. Delivering material in this format allows for the rapid coverage of key factual information that students require in order to commence their understanding of language disorders of a developmental nature.
Weekly workshops allow for application of the theoretical content, enabling students to learn and practice the skills required for clinical practice within a supported and safe teaching space. Case-based learning is also utilised to support students' understanding of the processes required when working with individuals with language disorders of a developmental nature.
Finally, the constructivist approach of inquiry based learning, with a focus on independent problem-solving and lifelong learning, is promoted within the student cohort. This ensures students can provide person centred, culturally responsive management to meet